Sensorimotor Stage - 0-2yrs
physical or sensory interaction with environment, behaviors spontaneous and unplanned, object permanence Preoperational Stage - 2-6rs
imagination develops, no logical reasoning, rapid development of language, symbolic thought expands Concrete Operations Stage 6-12yrs
develop of reasoning and logic about reality-based situations, capable of conservation, develop understanding of class inclusion (things can belong to different groups simultaneously) Formal Operations Stage 12-adulthood
abstract concepts, hypothetical situations, proportional thinking develops, separation and control of variables, social and moral issues, political thoughts
Key Tenets
- children are active and motivated learners
- children organize what they learn from their experiences
- interaction with the physical environment is critical for learning and cognitive development
- interaction with other people is equally critical for learning and development
- children adapt to their environment (change schema) through the process of assimilation and accommodation
- cycle of cognitive adaptation (equilibrium -> disequilibrium from input -> assimilation -> accommodation ->equilibrium)
- the process of equilibrium promotes progression towards increasingly complex forms of thought
-children think in qualitatively different ways at different age levels
Direction
one way, forward
If no direction, why?
children's progression through the 4 stages is limited by neurological maturation and/or deficient stimulation
Technology Help
at concrete and formal stages can help build more awareness of perspectives, social awareness
Technology Hinders
at too early age (sensorimotor), use of technology might hinder sensory/physical interactions
at later stage (preoperational), too much use of technology might limit language development
Piaget
What Develops?
where knowledge comes from, metacognitionNature/Nurture?
nature = 99%nurture = 1%
Steps/Stages/Phases
Sensorimotor Stage - 0-2yrs
physical or sensory interaction with environment, behaviors spontaneous and unplanned, object permanence
Preoperational Stage - 2-6rs
imagination develops, no logical reasoning, rapid development of language, symbolic thought expands
Concrete Operations Stage 6-12yrs
develop of reasoning and logic about reality-based situations, capable of conservation, develop understanding of class inclusion (things can belong to different groups simultaneously)
Formal Operations Stage 12-adulthood
abstract concepts, hypothetical situations, proportional thinking develops, separation and control of variables, social and moral issues, political thoughts
Key Tenets
- children are active and motivated learners
- children organize what they learn from their experiences
- interaction with the physical environment is critical for learning and cognitive development
- interaction with other people is equally critical for learning and development
- children adapt to their environment (change schema) through the process of assimilation and accommodation
- cycle of cognitive adaptation (equilibrium -> disequilibrium from input -> assimilation -> accommodation ->equilibrium)
- the process of equilibrium promotes progression towards increasingly complex forms of thought
- children think in qualitatively different ways at different age levels
Direction
one way, forward
If no direction, why?
children's progression through the 4 stages is limited by neurological maturation and/or deficient stimulationTechnology Help
at concrete and formal stages can help build more awareness of perspectives, social awareness
Technology Hinders
at too early age (sensorimotor), use of technology might hinder sensory/physical interactions
at later stage (preoperational), too much use of technology might limit language development
OTHER
see conservation